Year: 2022
Type: article
Abstract: Assessing student mathematical knowledge is an important factor in the mathematics learning process because students obtain important feedback to improve their knowledge and learning. Despite the importance of student assessment, several researchers have shown that student grades comprise noncognitive and metacognitive factors and teachers’ prejudices and beliefs. One method to obtain a more objective view of student mathematical knowledge is through standardized assessments. In this paper, we analyze two methods of assessing student mathematical knowledge by considering their written and oral grades and achievements on the Italian National Assessment of Knowledge (INVALSI). The final grade was produced using the fuzzy logic inference system. It was tested on a sample of 2279 Grade 13 Italian high school students, who had both an oral and written grade in mathematics and who took the INVALSI assessment in the school year 2020–2021. Both tested fuzzy-logic-based assessment methods lowered the mean grades.
Source: Education Sciences
Authors: Daniel Doz, Darjo Felda, Mara Cotič
Institution: University of Primorska
Language: English
Subfield: Information Systems
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $1,466
OpenAlex ID: W4223640336